—The purpose of this study is to test the effectiveness
of algo-heuristic models in improving the students’ academic
achievement of elementary school teacher education. This study
consists of: (1) the first phase of testing (small group) carried
out by instructional design and expert statistical learning, (2)
the second phase of testing (large group) conducted by the
course lecturer, and (3) the effectiveness of testing conducted on
students. Procedures focus on the development of an evaluation
of algo-heuristic theory. Evaluation consists of three stages.
Stage 1, to test the theoretical product quality Expert test,
subjects (instructional design and quality) are asked to rate the
acceptability of algo-heuristics as to usefulness, feasibility and
accuracy before being tested on students. Stage 2, test to a small
group of Elementary School Teacher Education’s lecturers.
This means that before the students are presented with
algo-heuristics the lecturers are first equipped with an
algo-heuristic guide. The goal is for teachers to understand the
concept. Stage 3, large group testing to determine the
effectiveness of the implementation of the algo-heuristic model
to improve the learning of statistics students using
pre-experimental research. The pre-test mean score is 61.43.
The post-test mean score is 69.48. There is a difference between
the scores of 8.05. This shows a relative increase of 13.1%.
T-test analysis results give a score of -5.111 with a probability of
0.000. Score statistics show a significant increase and the
performance statistics indicate a rising trend. This indicates an
adequate statistical basis for algo-heuristic learning to be
—Academic achievement, acquisition of
statistical learning, algo-heuristic, student’s evaluation.
Rufi’i is with the Postgraduate program, Instructional Technology Study
Program, University PGRI Adi Buana Surabaya, Indonesia (e-mail:
Cite: Rufi’i, " The Development of Algo-Heuristic Model: To Improve
Student Learning Acquisition in Statistics at Elementary
School Teacher Education," International Journal of Social Science and Humanity vol. 5, no. 11, pp. 937-943, 2015.